Educator Burnout and Compassion Fatigue: A Pilot Study

Abstract

Sixty-four Canadian educators from Southwestern Ontario took part in a 2-hr voluntary workshop about the emotional labor and consequences that may be experienced by educators. A focus on both burnout and teacher compassion fatigue (CF), an underresearched area with respect to Canadian educators, was taken. The current study hypothesized that this professional development would positively influence educators' knowledge, skills, and awareness regarding burnout, CF, and selfcare; furthermore, it was predicted there would be a positive correlation between burnout and CF. Results supported the efficacy of professional development and partial support was detected for the relationship between burnout and CF. Implications and future research are discussed.

Narrative inquiry on early-career teachers’ stories ofPagdadalain caring for students in low-resource urban public schools

“…This includes suppressing their own distresses and projecting positive feelings to be able to provide emotional support to students. Compassion fatigue literature posit that teachers may vicariously experience the trauma symptoms of pupils like having intrusive thoughts regarding their students’ distress, feelings of helplessness and negative shifts in viewing the world (Figley, 1995 ; Koenig et al, 2018 ). Burn-out literature have described teachers to experience emotional exhaustion, depersonalization, and lowered sense of accomplishment with prolonged exposure to difficult circumstances (Abraham-cook, 2012 ).…”

“…While the teachers’ caring role significantly benefit learners’ holistic development, it can also entail psychological costs like experiences of emotional heaviness or bigat in pagdadala for teachers (Alisic et al, 2012 ; Decenteceo, 1997 ; Koenig et al, 2018 ). The Filipino concept of pagdadala , based on the cultural story-model of Pagdadala , uses the locally-embedded metaphor of bearing the burdens of everyday responsibilities and cope with life challenges (Decenteceo, 1999 ).…”

“…In teaching, we posit that “co-bearing” the burdens of students from low-resource contexts, especially those in distress, can also intensify psychological costs for educators such as feelings of stress, role confusion, compassion fatigue and burn-out (Abraham-cook, 2012 ; Figley, 1995 ). However, despite what is known about the importance and potential risks of teachers’ caring for burdened students, there are few empirical studies that illuminate how this experience unfolds for early-career teachers in low-resourced contexts (Koenig et al, 2018 ).…”

Gambaran Professional Quality of Life (Proqol) Guru Anak Berkebutuhan Khusus

“…Guru merupakan sebuah profesi yang identik dengan mengajar. Johnson (dalam Koenig, Rodger, & Specht, 2017) mengemukakan bahwa mengajar juga merupakan sebuah profesi dengan tingkat stres yang hampir sama dengan tenaga profesional kesehatan, petugas kepolisian, dan pekerja sosial. Dalam Undang-Undang Republik Indonesia Nomor 14 Tahun 2005, guru adalah pendidik profesional dengan tugas utama mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi peserta didik pada pendidikan anak usia dini jalur pendidikan formal, pendidikan dasar, dan pendidikan menengah.…”

Secondary school Year Advisors’ perspectives on their role, responsibilities and training needs for student mental health: Insights from a co-design workshop

“…Increased or sustained levels of workplace stress have negative consequences for the academic and personal outcomes of students as well as the long-term mental health of teachers themselves (Iancu et al, 2018). Although not yet explored in the literature, Year Advisors may report an increased level of work-related stress because of their increased caring role. Selfcare, de ned as actions taken speci cally to care for one's own mental, emotional, or physical health (Kuebel, 2019) is considered an important component in managing the negative impact of role related stress experienced by teachers (Koenig, Rodger, & Specht, 2018). It remains unclear whether Year Advisors are encouraged, formally or informally, to participate in self-care and whether there are other coping strategies that can be implemented to maintain their wellbeing.…”